Language

Drama (Role Play) in Reception Senior Class

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Role play in drama activities is one of a good ways in developing students’ communication, emotion, and imagination at once especially for Reception Senior students. It can bring their courageous to show their capability in doing performance in front of their classmates or audience. Thus, learning can also be such a fun thing in the class by doing role play and pretending to be someone else or things just like in the real situation. It just needs a space for students in expressing their feelings and thoughts, teachers’ encouragements and school’s supports.

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In Reception Senior class, Students will be challenged to use their imagination in creating their own story from choosing the themes, the characters involved in the story, the setting, and the plot by doing pair or group discussion. They also try to make their own property based on the character or the setting in the story, or sometime using the school props. In this part, students will develop their social communication in making a decision about their story or the drama that they want to play (who will play the characters, what the story tells about, how the story goes on, where the story takes place, what kinds of props and costumes they wear, also what to do to play the roles). It needs their cooperation in developing the story from the beginning until the ending. The pair and group discussion is a part when students show their contribution, leadership, and respect so that the drama can be success. In addition, they learn how to resolve the problems that occur while doing the discussion and how to deal it with the friends who have different ideas, perspectives, and self-interest. This can make all the group members active and grow their responsibility and creating a good communication between them.

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There is important thing that drama can be the fun strategy for the Reception Senior students’ language learning (English or Bahasa vocabulary enrichment). Role play can help students in expanding and improving students’ language at choosing the words for the dialog in any kinds of drama scenario. They will be encouraged to speak up and listen the words in the conversations. Students also learn to understand the language use in the right context from the drama situations or being the characters they play. The students can modify the dialog based on their language level. This is the fun part that students will try their best to deliver the characters and the situation using their own words-dialog improvisation. Through this class, we can hear some of expanding students will use their new words from the story books, songs, videos or even adults speaking that they heard. Meanwhile, developing students will imitate and record the words as their input. Here we are also able to see that the other students can be as the scaffolding for the others who have limited vocabulary words, to help them in doing their dialog so that the drama can run well. Thus, students are urged to be more talkative, brave, and confident in using their language.

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Other challenging part in Reception Senior drama class is acting out. This is the exciting part for the students to explore their imagination and their creativity in creating a character in the story through acting. In fact, pretending to be someone or something can stimulate their cognitive skill because they learn and think about the characters, emotions, and feelings of the figures they play. Hence, students learn to use their expression, tone, and movement to bring the characters alive. They choose suitable profile to express the feeling, how to do the right gesture to draw the situation, and what type of voice to show the emotion. In order to make students can learn all those drama techniques, it is undeniable that teacher’s role is important-all teachers are able to teach drama even though they do not have any background in theatrical field. Teachers can do provocation through watching live drama performances or videos, telling a story using tone and expression, and giving example in doing the act. Those make the students unconsciously learn much things about acting. Besides that students also expand their physical awareness to develop their motor skills through acting like running to case something, crawling to pretend as a magical creature, acting flying like butterfly. When students use the props, they can help to develop their fine motor skill.

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Last but not least, drama or role play is an effective way to teach many kinds of subject learning. As we know that role play is a flexible tool for teachers in introducing specific to general subjects that children can easily to understand the learning materials in any kind of class situations. Sometimes teachers encounter a difficult subject matter which they have to introduce to their students in easy learning style, so that they can get the point of the subject discussion. As it is faced by the Reception Senior class in understanding the topic, teacher creates the drama story from the script that she wrote based on the learning need to encourage students in understanding the subject material. Then through narrative story teacher read it aloud with tone expression in order to make students get their imagination about the story and engage themselves in role play. The drama also can be combined with games, songs, dances, demonstration of real life cases related to the topic and simulations scenario about the subject learning to make it more fun but understandable.

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Atik Dian Anggraeni

Reception Senior Teacher

Sekolah Cikal Surabaya

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Celebrating International Mother Language Day

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 The person who knows only one language does not truly know that language”.  (Goethe)

The United Nations has declared February 21 as the Mother Language Day. It is the day that we celebrate our first language and culture. First language is considered the language that we are exposed to and speak since we were born.

We need to maintain and preserve our first language and culture as our cultural identity and to keep our emotional stability. Studies show that we will learn another language quickly if we maintain our proficiency in our first language. According to Jim Cummins (2001), children who continue to develop their abilities in two or more languages in their primary school years, will gain a deeper understanding of language and how to use it effectively. They have more practice in processing language and they are able to compare and contrast in the ways how their two languages work.

To celebrate the event, the PYP Indonesian Language Department at BINUS SCHOOL Simprug organized an assembly, titled “International Mother Language Assembly” last February 21. We had performances from a variety of languages and cultures. The performances included student presentations and performances in Bahasa Indonesia, Chinese, English, Hindi, Japanese and Korean.  There was also a national costume show representing different cultures. National costumes from Pakistan, Serbia, Kenya, Australia, India, Korean, China, Japan, Indonesia, France, and Singapore were shown during the assembly.

All PYP students were encouraged to speak in their mother tongue not only on that day but anytime they wish to.

 

By: Ratuu Harida

PYP Indonesian Department Head

BINUS SCHOOL Simprug

rfitria@binus.edu

BEAR HUNT

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We value reading time the most at Sekolah Ciputra. We read aloud daily to our students. However, this could be challenging for PG B students, especially during the first weeks of school when they are adjusting to their new classes. Only a few of them listened intently to the stories when we read aloud for the first time. In spite of this, we kept reading them a book every day. To grow the love of reading in our class, we picked a book that was based on students’ interests. We noticed that our students were mainly interested in stories that involved animals. Our choice went to We’re Going on a Bear Hunt.

When we read the book for the first time, we recognized that more students paid attention to the story and were willing to listen. After reading the book, we watched the movie version. The movie was such a hit among the students. They asked us to watch it during their snack time. We kept reading and re-reading We’re Going on a Bear Hunt for a week during our reading aloud time so that the students could fully understand the story. Our next step was to make a picture sequence of the story and did one-on-one interviews with the student to gauge their understandings. This was also one of our ways to develop their communication and thinking skills.

In our third week of school, we noticed that more and more students were willing to visit our reading centre to read. Reading is also a very good opportunity to teach them about caring for books. We modeled for them how to open pages gently and we told them we had to do it so that we can read our book the next day. Everyday after reading aloud, we ask “who wants to help to take the book back to the shelf?” and each time we hear a lot of voices wanting to help put the book back. What a very fun way to learn to take care of our class library and to foster a love of reading!

Yulinar – PYP PG B Team Leader

yulinar@sekolahciputra.sch.id

 

 

THE BENEFITS OF READING

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“You can find magic wherever you look. Sit back and relax, all you need is a book.” – Dr. Seuss

When was the last time you picked up a book and read? If your reading centers around Facebook updates or tweets, then you seriously need to grab a book, sit back, relax, shut off all your electronic devices and immerse yourselves in reading – a book that interests you.

I understand some people may find reading a book or a novel pretty boring and a lengthy process. If there is a story that is both published as a book and is made into a movie, some of us would much rather watch the movie than read the book. I will choose the other way around.

I first found my passion in reading several years ago when I visited a bookstore in Singapore. The bookstore housed vast collections of books, novels, magazines, resource books – anything you can name. I started reading a novel and my interest in reading just picked up from there. Until today I am still an avid reader. I always find time to read because after so many years, I realize how much I have benefited from reading.

binus May 2017 4.png 1. Knowledge

As the saying goes, “The more that you read, the more things you will know. The more that you learn, the more places you will go. Everything that you stumble upon while reading enriches you. This knowledge can come in handy when you need to tackle challenges. After all, knowledge is power.

2. Vocabulary Expansion

For me, this is how I have most benefited from reading. Being articulate and well-spoken is of great help in my profession, and knowing that you are well-read, well-spoken as well as knowledgeable in a variety of topics can be an enormous boost to your self esteem and self confidence. As a teacher who teaches English as a Foreign Language, I have to be well equipped and prepared in terms of English vocabulary. While reading, I come across a lot of new English words I do not know and what I usually do is to keep notes. I write down the words I am not familiar with, look up the definitions in a dictionary, jot them down and write the sentences from the book so as to give me information on how to use the particular words. I occasionally go through my notes so I always remember the new words. This has helped me immensely and I know this will help other learners too.  

3. Improved Focus and Concentration

When you read a book, all of your attention is focused on the story – the rest of the world just falls away, and you can immerse yourself in every fine detail you’re absorbing. Try reading for 15 to 20 minutes before work (on your morning commute, if you take public transportation, like me), and you’ll be surprised at how much more focused you are once you get to the office.

4. Imagination Booster

The story of a book will absorb your mind so let your imagination fly. While you are reading, you are building images, faces, places, colors, and settings. Allowing your mind to explore a new literary world opens the door to new ideas, subjects and situations that can get you thinking about trying new experiences.

5. Stress Reliever

A lot of people find that reading relaxes them and helps them to unwind at night. Reading helps them drift off to sleep easily as they let go of their trouble during the day while being immersed in the story. Our mind is like the body. It needs exercise just like the muscles do. Once you engage yourself in a good book, your focus of attention will be shifted and you become oblivious to what’s happening in the outside world.

Reading has a positive impact on our health. It is up to us how to embrace it. One of the biggest advantages of reading a book is you can take it anywhere and at the same time you can also go anywhere.

Reading gives us some places to go when we have to stay where we are.

 By: Devi Godri

English as a Foreign Language Teacher

BINUS SCHOOL Simprug, Jakarta

dgodri@binus.edu

Constructing Meaning – the Literacy of Numeracy

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“It is important that that learners acquire mathematical understanding by constructing their own meaning…”

So how can children make sense of, and then competently use, the language of mathematics? This article looks at ambiguous language and operational language.

The following interaction between a teacher and student was recorded.

T: Can you calculate the volume of this box?                 S: um .. [pause] .. no [has a puzzled look]

T: Do you know what volume is?                                     S: Yes, it is a button on the remote.

One of the issues with constructing meaning of the language of mathematics is the use of everyday English terms that have different meanings in the mathematics classroom.

Here is a list of just some of the many words that have a different meaning in mathematics. These words are just some of the homographs: rational, mean, power, odd, face, property, common

 

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The operational language can also be confusing. In the early years ‘and ‘is used for operation of addition.  In later years the word ‘and’ is used in an operation for multiplication, e.g. ‘What’s the product of 5 and 4?’

When assessing a student’s ability to solve word problems in mathematics it is so important to consider not only the wording of the question but also the order of the questions.  Two consecutive questions, similar to these, appeared in a standardised test. The word ‘altogether’ is used for a different operation in each question.  What meanings have the students constructed of the words ‘and’ and ‘altogether’?

Question 12.

Budi puts cards into 4 equal piles.

Each pile has 20 cards.

How many cards does Budi have altogether?

Question 13.

Wati collected 68 cans.

Puti collected 109 cans.

How many cans did Wati and Puti collect altogether?

The construction of operational language is so important for problem solving. In some classrooms students can identify words in a problem, referring to displayed visual mathematical vocabulary.

Although language is heavily involved in constructing meaning in mathematics, the use of visual representations and manipulation of concrete materials all support communication and success in the mathematics classroom.  The literacy of numeracy is a challenge for all and an additional challenge if English is an additional language. Our role is to support students to construct meaning as part of the stages of learning mathematics.

Melinda Mawson-Ryan

ACG School Jakarta

Melinda.Mawson-Ryan@acgedu.com

The Art of Storytelling

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Have you ever wondered how teachers like us do storytelling? What are the different ideas in storytelling? How will you tell a funny or a scary story? These are some questions that popped up in one of our coffee breaks.

To begin with,

What is story telling?

The National Storytelling Network defines storytelling as an action that involves a two-way interaction between a storyteller and one or more listeners. Storytelling happens in many situations, from kitchen-table conversation to religious rituals, from telling in the course of other work to performances for thousands of paying listeners. Some storytelling situations demand informality. Others are highly formal. Some demand certain themes, attitudes, and artistic approaches. The expectations about listener interaction and the nature of the story itself vary widely.

Our students define storytelling as:

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And as teachers, we define storytelling as a way of expressing our feelings through story. Storytelling is enticing the listener to create mental images while we tell through words and actions. Storytelling connects the storyteller and the listener through imagination. Most of the interesting stories are about people. Therefore to make a story better to be understood, focus your story to real-life characters.

How do you choose a story?

The secret of a worthwhile story time is choosing the right book.

Children should be exposed to broad types of literature available to them in the classroom and as much as possible at home. Literature types include picture books, big books, concept books, chapter books, pop-up books, sensory books, nursery rhyme books, fairytale books, and folktale books.

How do you tell a story?

There are easy ways of telling a story to children:

  1. Reader’s position

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The storyteller should be relaxed and comfortably seated or standing up.

2. Position of book

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Hold the book and visual aids where children can view it well. Show the pictures slowly around the audience.

3. Actions

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Use actions that go with the story to add interest. The body movement is an important factor in telling a story.

4. Eye contact

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Use eye contact to relate to your audience. Let your eyes and facial expression help tell them the story.

5. Speed

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Use a clear, natural speaking voice and vary the pace according to the story. Take time and never rush through the story.

6. Response of children/peers

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Respect children’s comments and reactions, yet retain control of the group.

How do you introduce a story?

  • Unlock difficult words that will be encountered in the story.
  • Ask motivating questions related to the child’s experience that will arouse his/her interest in the story.
  • Set the stage for the story and capture the children’s attention before you begin to read.
  • Make the children sit well
  • Begin by telling the title, author, and illustrator.

Storytelling presentation and activities in a creative way:

  • Making a story book

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  •   Comic strip

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  •  Role play (puppet)
  •  Story cube

   

   

  • See through story

Storyteller use projector screen as a tool to tell story.

  •  Story maze/ story map

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As we end our coffee break, stories about work, family, students and whatever under the sun continue to flood our imagination. We hope you were able to get some ideas from one of our coffee breaks. So sip that cup of coffee and share your story with a friend.

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By: Camelia Tjandra and Jose Noel Veloso

Grade 1 Teachers

BINUS SCHOOL Simprug

ctjandra@binus.edu; jveloso@binus.edu

Expressing Ourselves Through Sign Language

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In our transdisciplinary theme, “How We Express Ourselves” with the central idea “A variety of signs and symbols facilitates communication,” the grade 3 students learned that communication takes place in many shapes and forms.  

Sign language was one of the specialized communication systems that the grade 3 students learned. The students were able to know that sign language is being used by deaf and mute people, and it helps them as well as their teachers to communicate effectively and efficiently. They also learned that sign language is a natural and beautiful language that can be shared in ways that foster understanding and respect, acts as a bridge between two people who speak different languages, and gives them a sense of empowerment because they are being able to communicate which then leads them to being happier. The most important thing that the students realized was learning sign language gives them a chance to empathize and show appreciation to others, particularly the deaf and mute people.

On February 13, 2017, excited voices echoed through the 5th floor foyer.  They were the voices of the students from Sekolah Santi Rama, a school in South Jakarta for the deaf and mute. The students smiled from ear to ear and couldn’t contain their excitement when they entered the grade 3 foyer. Upon entering one of the grade 3 classrooms, most of them said “Wow!” and they were pointing at the computers. Their eyes were wide open, wandering around the classroom.  

While doing the socialization, BINUS SCHOOL Simprug students found out that some of their visitors have cochlear implants and hearing aids while others can hardly hear at all. They also learned how their teachers manage to accommodate all of their students by alternating between the use of sign language and oral speech when giving instructions.

After the socialization, an activity on teaching sign language followed wherein the BINUS SCHOOL Simprug students learned some words in sign language to the delight of the children from Sekolah Santi Rama. Then, they were divided into groups: two Santi Rama students and three BINUS SCHOOL Simprug students per group. The students introduced themselves to each other. They pointed out where they live and their birthdays. The students also shared their hobbies using sign language. Afterwards, the children from Sekolah Santi Rama performed the song, “Twinkle-Twinkle Little Star” in sign language along with body language and gestures. The students from Sekolah Santi Rama also did a Balinese dance. They danced gracefully as if they were able to hear clearly the rhythm of the music. They also performed a skit about bullying.  The students from Sekolah Santi Rami put up amazing performances!

At the end of the visit, students had lunch provided by the grade 3 parents. They were also given gifts consisting of school bags and stationeries. The children accepted the gifts graciously and said they wanted to visit the school again.

When they left, our grade 3 students shared some of the challenges they experienced. “When they shared jokes and laughed, we were not able to understand them,” said Ryan Khullar, one of our grade 3 students. “When they asked us using sign language, we could not understand because their hands move too fast. We were not able to reply back. They might think that we were being rude,” shared Merry, another grade 3 student. “Today’s visit really touched my heart. We are thankful because we can hear,” grade 3 student Caroline Lee remarked.

This interactive visit was an eye opener for our students, who realized that they have the same interests as people with disabilities.  The visit also boosted the self-esteem of the children from Sekolah Santi Rama.

By Martha Carolina

Grade 3 Team Teacher

BINUS SCHOOL Simprug

mcarolina@binus.edu